Introduction
Creating flexible, student-paced learning environments catering to online and in-person students is critical in the context of regional and rural students’ learning. This presentation explores a significant shift from traditional didactic delivery to a more student-focused and student-paced approach, implemented through a successful collaboration between an educational design team and a Medical Radiation Sciences (MRS) academic at Charles Sturt University. Medical Radiation Practice Board of Australia (MRPBA) requirements were also met – the learning content being critical for patient safety.
Method
Central to this reimagined educational experience are supportive scenario-based tutorials that enable students to apply their learning in practical contexts (scaffolded to prepare students for an interactive oral assessment). The move away from traditional didactic methods allows students to engage with content at their own pace, ensuring a deeper understanding and fostering critical thinking skills.
Key factors contributing to the success of this collaborative approach included:
*A clear vision by the academic
*Well-structured outline of subject materials
*Regular weekly meetings to facilitate alignment and progress
From the DLT perspective, the provision of feedback and expert design principles enabled an interactive feedback loop of continual improvement as the process progressed. The development process culminated in the creation of an engaging subject that was rigorously tested to ensure smooth implementation.
Results
This oral presentation will introduce a visual framework representing the key steps involved in the development process. The framework will serve as a practical guide for academic and professional staff alike, illustrating how such collaborations can successfully create flexible, student-centred learning environments, particularly in regional settings.
Discussion
While the full impact on student experience is still being evaluated, early feedback suggests that students find this approach to learning effective. By sharing our experience, we aim to provide valuable insights that can be applied to similar initiatives across various disciplines and regional contexts.
Conclusion
The shift from traditional didactic delivery to a student-focused and student-paced approach, facilitated by a collaborative effort between an educational design team and an MRS academic, has shown promising early results. The ongoing evaluation will further determine its effectiveness and potential for broader application.
